Thesis (Ed. D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: William T. Vericker. Dissertation Committee: Professor Matthias Finger. Includes bibliographical references (leaves 191-202, 314-320) and index.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 182-190).

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Este trabalho versa sobre a AssociaÃÃo Cultural Maracatu Az de Ouro e acerca de como este grupo de maracatu, que à o mais antigo da Capital em atividade, desenvolve suas formas de aprendizagem. O intuito desta dissertaÃÃo à evidenciar como ocorre o processo educativo no interior de um maracatu. Notou-se, desde o inÃcio da pesquisa, que a educaÃÃo estava presente em algumas situaÃÃes que denomino de "situaÃÃes de aprendizagem" nÃo formal, cujos saberes sÃo repassados de modo singular e criativo num eterno fluxo de brincar e aprender. Para perceber esta modalidade de aprendizagem, teve-se que mergulhar no universo simbÃlico e repleto de ludicidade deste maracatu urbano de Fortaleza. Acompanhou-se de perto seu cotidiano permeado de apresentaÃÃes culturais, verdadeiros espetÃculos populares, onde pessoas comuns, anÃnimas, se transformam em personagens que compÃem o cortejo africano, uma vez que o maracatu à uma danÃa dramÃtica-religiosa de base afrodescendente. Conhecer seus conflitos e dificuldades financeiras, suas formas de sociabilidade, sua dinÃmica por meio da Etnocenologia - conceito que se utiliza para falar do espetÃculo - foi algo intenso e eivado de complexidades, permitindo fazer-se a seguinte consideraÃÃo: à brincando que se aprende a pesquisar e à pesquisando que se aprende a brincar. No caso, brincar à danÃar no maracatu, pintar o rosto de preto e bater tambor. Toda essa experimentaÃÃo possibilitou que se percebesse, na qualidade de pesquisador, que existem modos de construÃÃo e transmissÃo de saberes por meio de uma prÃtica cultural extremamente peculiar, como à o caso do maracatu urbano Az de Ouro. / This research deals with the Ace of Gold Maracatu Cultural Association and how this maracatu group-wich is the oldest one of Fortaleza - develops its ways of learning. The main goal of this dissertation paper is to shed a light on how learning process is developed from the deep inside of a maracatu group. It was noticed from the field observation that education is present in some situations called " not formal learning situations" which amount of knowledge is passed on in a very particular and creative way along a never-ending flow of playing and learning. In order to perceive this learning process, it was necessary to dive deep in the symbolic and playful universe of this urban maracatu of Fortaleza. In a zoom perspective, it was observed its daily routine full of cultural presentations where real popular spetacles take place, and common and anonimus people transform themselves into characters that take part along the maracatu procession which is a religious-dramatic dance based upon african cultural background. To know its conflicts and financial difficulties, its ways of sociabilities, its dynamics was something intense and full complexities allowing to infer that it is by playing that we lear to research and it is by researching that we learn to play. In this particular case, to play is dancing maracatu, coloring the face black and beating the drum. All this experiences allowed to perceive, as researcher, that there are ways of building and transmiting knowledge by means of an extremely peculiar cultural practice as it is in the case of the urban Maracatu Ace of Gold.

This diploma thesis is focused on the support of educational leisure time organizations, which deal with science education, but not in the first place. Within the diploma thesis a literature search for non-formal science education was conducted and seven activities with supporting materials for the purpose to educate the participants of these activities as well as the organizers of them were created. The activities were prepared in such way to respect the fact that their organizer did not typically study science at university. The supporting materials should facilitate the preparation, carrying out and evaluation of the activity. All activities were verified in practice at meetings of the leisure time organization Junák - český skaut, z. s. The purpose of this verification was to find out whether and how the activities could be used in practice. Structured interviews with organizers and observation wre used to receive feedback. The final form of the supporting materials of particular activities is presented in the diploma thesis.

This exploratory study was inspired by the author’s voluntary work with streetconnected children and youth in Kenya. It develops an understanding of the experiences of young people leaving the street in two provincial Kenyan towns. Although there has been extensive research concerned with street-connectedness, there has been a limited focus on young people’s transitions away from the street. Participants were identified with the help of three organisations: fifty-three young people, aged 12 -28, participated in semi-structured interviews, focus groups, and visual methods, during two field research visits to Kenya, in 2012 and 2013. The study found that their experiences of leaving the street were influenced by their day-to-day interactions with family, friends and other members of the communities into which they transitioned. These interactions influenced how accepted the young people felt and the extent to which they believed they were supported economically, physically and psychosocially, especially with regards to their relationships with family members. The participants’ interactions with school-based peers and teachers were particularly important in schools and training centres, where they struggled to develop a sense of belonging. Being street-connected is an integral part of the identities constructed by young people after they leave the street and establish places for themselves in their families, schools, local communities, and wider society. Such street-connectedness can be a strength: the resilience and skills developed on the street are useful attributes in adapting to new situations, potentially providing income-generating opportunities later on. However, the stigmatisation and resulting marginalisation they experienced on the street can have lasting effects. Barriers to inclusion experienced on the street influence a young person’s ability to develop a sense of belonging to their new situation after leaving the street. This study makes a conceptual contribution. Street-connectedness begins when a young person first arrives on the street, and continues until what could be years after they leave it. This street-connectedness can be characterised by three liminalities. The first is associated with living in the physical space defined as being on the street: a physical embodiment of liminality. The second, describes the process of being in transition as a young person newly arrived on the street, or having recently left the street: each being a liminal phase. The third liminality is described by an identity-forming social space, associated with being, and having been, street-connected: a liminal identity. This liminal identity, associated with being street-connected, impacts upon young people (re)entering home communities and, in particular, education, and highlights a need to consider and address the effects of these impacts.

The thesis maps the subjective meaning ascribed to the terms of mathematics and physics by students of secondary schools in České Budějovice. We investigate whether the perception of these tems is influenced by the offer of non-formal education. Main part of thesis is based on research supported by theoretical findings. The theoretical part deals with mathematics and physics in formal and non-formal education, describes the offer of informal education at high schools selected by us and we also describe there the semantic differential method used by us, which is proven in exploring connotative meanings of terms. In the practical part of the work we describe a project of empirical research in detail, the process of data collection and in conclusion, we describe the results obtained.

Orientador: Olga Rodrigues de Moraes von Simson / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T13:33:26Z (GMT). No. of bitstreams: 1 Nogueira_ClaudetedeSousa_D.pdf: 4868226 bytes, checksum: bae68c676fc55bf473ddf6954992e263 (MD5) Previous issue date: 2009 / Resumo: A presente pesquisa tem como objetivo investigar o processo de identificação e transmissão de saberes a partir de uma prática cultural negra presente no interior paulista, o batuque de umbigada. Para o desenvolvimento da pesquisa foram eleitos alguns elementos que serviram como categoria de análise entre as quais a memória familiar, a oralidade e as experiências educacionais fatores fundamentais para a compreensão desse contexto que envolve a cultura afrobrasileira. Buscamos assim, reconstituir o processo de criação e de transformação dessa prática cultural, destacando também as novas perspectivas de transmissão de saberes, marcada pela Educação Não-Formal.. O batuque de umbigada, também conhecido como tambu ou caiumba é uma manifestação cultural trazida para o Brasil pelos escravos de origem bantu e faz-se presente atualmente em algumas cidades do interior paulista (Piracicaba, Capivari e Tietê) Esta pesquisa buscou compreender por meio dos depoimentos orais e da observação o sentido que essa manifestação tem para o grupo que a mantém. / Abstract: This research has how objective to investigate the process of identification and transmission of knowledge from a black cultural practice in the interior of São Paulo, the Batuque of Umbigada. For development of the research were chosen some elements that served how category of analysis like the familiar memory, the orality and the educational experiences are basic factors for comprehension of this context that involves the Afro Brazilian Culture. We searched for reconstitute the process of creation and transformation of this cultural practice enphasizing also the new perspective of transmission of knowledge, marked by the non-formal education. The Batuque of Umbigada, also known like tambu or caiumba is a cultural expression brought to Brazil by the slaves from bantu birthplace and it's present nowadays in some towns from the interior from São Paulo (Piracicaba, Capivari and Tietê). This research looked for understanding through oral testimony and observation the meaning that this expression has for the group that supports it. / Doutorado / Ciencias Sociais na Educação / Doutor em Educação

TITLE: Extra-curricular activities as a support to the School educational programmes SUMMARY: The diploma thesis deals with the theme of extra-curricular activities and their supporting the curricular documents. The objectives of this thesis are to describe how extra-curricular activities support the School Education Programmes and the acquisition of the cross-curricular subjects after class. To meet these objectives the author applies triangulation of qualitative methods with the grounded theory design. The benefits of this thesis lie in pointing out the fact that leisure time activities can support the acqusition of the cross curricular subjects in schools and the provision of further findings about the possibilities of extra-curricular activities within the frame of the School Education Programmes.

Magister Educationis - MEd / This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.